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Competency-Based Learning Series: March 2, 2017 Webinar #2 Feedback and Formative Assessment in a Competency-Based Learning System
Competency-Based Learning Series:
March 2, 2017 Webinar #2
Feedback and Formative Assessment in a Competency-Based Learning System
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Feel free to ask questions any time or make comments using the chat space
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This webinar is being recorded. Find all materials on our website:
greatschoolspartnership.org/event/colorado/
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Please type your name, school, district and role into the chat space
e.g. Ted Hall, GSP, Senior Associate
PRESENTERS
Ted Hall, Senior Associate
Craig Kesselheim, Senior Associate
TODAY’S
From Great Schools Partnership
Christina Jean and Paul Beck
ALSO WITH USFrom The Colorado Education Initiative
Something to think about
- Paul Black
“When the cook tastes the soup, that’s formative assessment.
When the customer tastes the soup, that’s summative assessment.”
OutcomesArticulate the role of and research basis for feedback and formative assessment within a competency-based learning system
Understand processes for engaging educators in learning about and developing strategies for formative assessment.
Outcomes
Backwards Design and Formative Assessment
Review of Research and Exemplars
Examples of Formative Assessment Strategies
Re-teaching & Intervention Examples
Questions?
Agenda
“….a sequence of moves that invite a positive, ongoing relationship between teachers and their students.”
—Brent Dukor, “Formative Assessment in Seven Good Moves.” Educational Leadership, 71:6, March 2014
Formative Assessment Defined
How can we better design our units, our classroom practices, our school schedules, and resources to create numerous opportunities for students to receive quality feedback?
Our Central Question
Reflect and Chat
If you are with others, feel free to chat with them, but also include your comments in the “chat space.”
What do opportunities for feedback, reteaching, and re-assessment currently look like in your classroom, school or district?
Feedback is the single most important defining component of formative assessment.
The Importance of Feedback
“…the most influential practice that improves student outcomes…”
The Importance of Feedback
- John Hattie 2012
… When feedback provides explicit guidance that helps students adjust their learning, there is a greater impact on achievement, students are more likely to take risks with their learning, and they are more likely to keep trying until they succeed (Brookhart, 2008; Hattie & Timperley, 2007; Shute, 2008).”
—Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum Development.
The Importance of Feedback
Units should be designed to include opportunities for meaningful feedback that will help students gain proficiency
Understanding by Design
Design Relevant
Instruction
Stages of “Traditional” Design
Learning experiences and formative feedback
Determine Acceptable Evidence
How students will demonstrate learning
Define Desired Results
What students will know and be able to do
Planning and Implementation
Design Relevant
Instruction Learning experiences and formative feedback
Define Desired Results What students will
know and be able to do
Stages of Backward DesignPlanning
Determine Acceptable Evidence
How students will demonstrate learning
Define Desired Results
Stages of Backward Design
Design Relevant
Instruction Learning experiences and formative feedback ties to learning targets
Determine Acceptable Evidence
How students will demonstrate learning
What students will know and be able to do
Planning
Implementation
Reflection
Performance Indicators
Learning Targets
Graduation Standards
Guiding Principles 21st Century Skills
Unit Design Template
STAGE 1: Desired Results
STAGE 2: Evidence of Student Learning
STAGE 3: Instructional Design
“If teachers do not understand the learning objectives, it is difficult for them to provide students with information about what good performance or high-quality work looks like….(Shirbagi, 2007; Shute, 2008).”
—Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum Development.
Formative Assessment
Unit Design with Formative Assessments in Mind
Unit Design
Unit Planning Template
Unit Overview Unit Title:
Teacher:
Grade
Level/Course:
Length/Dates:
Unit Summary:
2-4 sentences describing the main ideas, content and skills of the unit.
Stage 1: Desired Results Standard(s)
List the Graduation Standards, Guiding Principles, or Cross-Curricular Skills this unit will address
Primary Indicators List the Performance Indicators that will be assessed on the summative assessment for this unit
Supporting Indicators List any indicators that will be reviewed or introduced, but not formally assessed
Essential Question(s): These questions are related to the enduring understandings and provide relevance for the learning in the unit.
Enduring Understanding(s): What are the big picture understandings that are transferable across contexts, places, and times?
What will students know Factual information, vocabulary and basic concepts related to each indicator
What will students be able to do Skills, processes and/or knowledge that are related to each indicator and which students will be able to use in new contexts/with new material
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Unit Design Template p. 2
Stage 2: Evidence of Student Learning Task Neutral Scoring Criteria Define levels of performance for each indicator Indicator List performance indicators from Stage 1
1 = Does Not Meet 2 = Partially Meets 3 = Meets 4 = Exceeds
Pre-assessment Determines student strengths, weaknesses, and prior knowledge of the concepts and skills addressed in the unit
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Unit Design Template p. 3
Summative Assessment Task
Describe what students will do and produce to develop evidence that will be evaluated using the scoring criteria. If an assessment has not been developed, the Summative Assessment Planning Template and Protocol might be helpful to guide this process.
Stage 3: Instructional Design Hook
Encourages students to access prior knowledge; sparks student interest and engagement, and answers the question, “Why do we need to learn this?”
Learning Targets
Identify what students should know and do in the course of the specific learning experience
Formative Assessments
Provide clear, descriptive, actionable feedback for students and provide feedback to teachers in order to adjust instruction
Learning Experiences
Differentiated experiences that provide opportunities for students to engage in active learning around the learning target(s)
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Unit Design Template p. 4
Unit Design Template
What makes formative assessment powerful?
My Favorite No
https://www.teachingchannel.org/videos/class-warm-up-routine
Reflect and Chat
Talk to a partner and post your thoughts about how this teacher’s approach to her students is similar/different to the one you experienced as a math student.
Formative Assessment
Learning Target
Teacher, Peer and/or Self
Interpretation or Diagnosis
Student Response
Adjust/ Modify Instruction if Necessary
Sarah Hagan’s classroom, Drumright, Oklahoma
It’s not formative assessment if it doesn’t inform instruction!
PBL Assessment is driven by the same questions for teachers and students
Where am I going?
Where am I now?
PBL Assessment is driven by the same questions for teachers and students
How can I close the gap between where I am now and where I want to go?
PBL Assessment is driven by the same questions for teachers and students
Where am I going?
- Share exemplars of student work
- Unpack learning targets with students
- Use scoring criteria to examine exemplars
- Put learning targets in my own words
Where am I now?
- Pre-assess student knowledge and skills
- Provide descriptive feedback to students
- Reflect on strengths and challenges from pre-assessment
How can I close the gap?
- Help students choose strategies for learning
- Explicitly teach skills for revision / growth
- Provide opportunities for low-stakes practice.
- Set clear, attainable goals
- Respond to feedback
- Expect multiple attempts and don’t give up
Question Teacher’s Role Students’ Role
Giving Useful Feedback is Critical
Giving Useful Feedback is Critical“The statement is a multifacceted piece that looks over all dimensions of why they were choosing to revolt, and anticipeting every objection and attacking them beforehand.”
“The statement is a multifacceted piece that looks over all dimensions of why they were choosing to revolt, and anticipeting every objection and attacking them beforehand.”
awk!
Think about an example of feedback (for either piece of work) that is specific, understandable, descriptive, value neutral, and prompts a response.
“The statement is a multifaceted piece that looks over all dimensions of why they were choosing to revolt, and anticipating every objection and attacking them beforehand.”
• Is Specific • Is Relevant • Is Understandable • Is Descriptive • Is Value Neutral • Is Tied to the Learning Target • Includes Varied Approaches • Prompts a Response • Is Timely
Effective Formative Assessment
“As in many other areas of life, timing is everything (or at least important) when giving feedback…. Providing immediate feedback can encourage students to practice, and it helps them make connections between what they do and the results they achieve. (Clariana & Koul, 2006; Shute, 2008).”
—Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum Development.
Useful Formative Assessment is Timely
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Techniques%to%Check%for%Understanding%
Index%Card%
Summaries/Questions%
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instructions:%%(Side%1)%based%on%our%study%of%(unit%topic),%list%a%big%idea%that%you%understand%
and%word%it%as%a%summary%statement.%%(Side%2)%Identify%something%about%(unit%topic)%that%
you%do%not%yet%fully%understand%and%work%it%as%a%statement%or%question.%
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specific%concept,%principal,%or%process:%%L%I%understand___________%and%can%explain%it%(e.g.,%
thumbs%up).%%–%I%do%not%yet%understand%___________%(e.g.,%thumbs%down).%%–%I’m%not%
completely%sure%about%__________%(e.g.,%wave%hand).%
One%Minute%Essay% A%oneLminute%essay%question%(or%oneLminute%question)%is%a%focused%question%with%a%
specific%goal%that%can,%in%fact,%be%answered%within%a%minute%or%two.%
Analogy%Prompt% Periodically,%present%students%with%an%analogy%prompt:%%(A%designated%concept,%principle,%
or%process)%is%like%________________%because%_________________________________.%
Web%or%Concept%Map% Any%of%several%forms%of%graphical%organizers%which%allow%learners%to%perceive%relationships%
between%concepts%through%diagramming%key%words%representing%those%concepts.%%
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false%quiz.%
Student%Conference% One%on%one%conversation%with%students%to%check%their%level%of%understanding.%
3LMinute%Pause% The%ThreeLMinute%Pause%provides%a%chance%for%students%to%stop,%reflect%on%the%concepts%
and%ideas%that%have%just%been%introduced,%make%connections%to%prior%knowledge%or%
experience,%and%seek%clarification.%
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Observation% Walk%around%the%classroom%and%observe%students%as%they%work%to%check%for%learning.%
Strategies%include:%
L Anecdotal%Records%
L Conferences%
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SelfLAssessment% A%process%in%which%students%collect%information%about%their%own%learning,%analyze%what%it%
reveals%about%their%progress%toward%the%intended%learning%goals%and%plan%the%next%steps%in%
their%learning.%
Exit%Card% Exit%cards%are%written%student%responses%to%questions%posed%at%the%end%of%a%class%or%
learning%activity%or%at%the%end%of%a%day.%
Portfolio%Check% Check%the%progress%of%a%student’s%portfolio.%%A%portfolio%is%a%purposeful%collection%of%
significant%work,%carefully%selected,%dated%and%presented%to%tell%the%story%of%a%student’s%
achievement%or%growth%in%wellLdefined%areas%of%performance,%such%as%reading,%writing,%
math,%etc.%%A%portfolio%usually%includes%personal%reflections%where%the%student%explains%
why%each%piece%was%chosen%and%what%it%shows%about%his/her%growing%skills%and%abilities.%
Quiz% Quizzes%assess%students%for%factual%information,%concepts%and%discrete%skill.%%There%is%
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• What school wide practices will enable teachers to effectively utilize formative assessment?
Formative Assessment: A Systems Approach
www.youtube.com/watch?v=J8DQugVxHv0
Time for Re-Teaching, Revising + Re-Learning
• Student- or teacher-run Writing and Math Centers
• Flexible grouping using student achievement data
• Daily intervention or targeted learning blocks
• Scheduled before- or after-school sessions
• “Mud Season School”
• Classes designed with time embedded for re-teaching
Formative Assessment: A Systems Approach: Final Questions to Consider as We Finish the Webinar
• What practices do we currently use in our school that promote a systemic approach to formative assessment
• What are possible steps toward a more systemic approach to formative assessment?
RemindersNext Seminar:
Resources Can Be Found At:greatschoolspartnership.org/event/colorado/
April 26 and 27 Grading and Systems of Reporting in a Competency-Based Learning System
Questions?
